Reports a study of readers' use of context and letter sound as polysyllabic decoding strategies, and a study of the effect of intervention strategies on subjects who do not effectively use context. Concludes that intervention strategies do not improve the performances of students who are not good users of context. (RS)

The present research investigated the relationship between Rapid Automatized Naming (RAN) performance, letter-string reading measures of sight vocabulary (SV) and phonetic decoding (PD), and lexical decision. Criterion-based naming rates were obtained from three types of RAN tasks: digits, letters, and letter sounds. Latency measures were obtained…

Most struggling readers, including those with reading disabilities, have difficulties recognizing printed words. This unique, lucidly written book synthesizes the research on how children learn to read words skillfully and translates it into step-by-step strategies for the classroom. The author demonstrates how to plan and implement a coordinated…

This study sought to add to the evidence on predictable texts by asking two questions: (1) What type of reading do predictable texts produce? and (2) How do predictable texts influence sight vocabulary acquisition and decoding? Subjects, six black male students selected from a first-grade classroom in an urban setting, had minimal or no sight…

This textbook is a first reader that focuses on moving children from spoken to written vocabulary and recognizing sight words already familiar though sound. The combination of construction with interpretation of writing with reading leads directly to intelligent understanding and expression of thoughts on the written or printed page. Model script…

TWO SETS OF MULTISENSORY DEVICES WERE USED TO DETERMINE WHETHER THEIR INDIVIDUALIZED USE WOULD HELP RETARDED READERS DEVELOP A BASIC SIGHT VOCABULARY. STUDENTS WHO HAD SPENT 9 OR 10 YEARS IN SCHOOL AND WHO WERE READING AT THE SECOND-READER INSTRUCTIONAL LEVEL WERE GIVEN THE DANIELS WORD RECOGNITION LIST, FORMS A AND B, AS PRETESTS AND POST-TESTS.…

This report describes a program for improving sight word recognition and the ability to improve reading skills. The targeted population consists of a kindergarten class and a primary self-contained special education class. The schools are located in a large metropolitan city. The problem of poor sight-word recognition was documented with student…

Uses a naturalistic setting to explore the effects of word-recognition instruction by a context method and a word-alone method to find out if mode of assessment plays a part in determining efficiency of methods. (HOD)

Differences between learning disabled and nonlearning disabled children's paired-associate learning can be eliminated by using instructional modifications. Procedures that reduce the "overloading" of the learning disabled students' cognitive processes have positive effects on associative learning. (CJ)

The effects of color on the reading recognition and comprehension of 3 students (ages 10 to 11) with learning disabilities and attention deficit hyperactivity disorder were assessed in 2 studies using a single-subject design. Color did not enhance sight-word learning; however, for longer reading comprehension tasks, color had an immediate positive…

When 16 children (ages 5-7) with specific language impairment (SLI) and 16 typical children named age-appropriate objects, the SLI cohort made more naming errors. Drawings and definitions of error items were poor. Eleven participants with SLI who participated in a forced-choice recognition task demonstrated significantly lower performance on…

A progressive time-delay and a trial-and-error strategy were compared in teaching sight word acquisition to two children with severe behavior disorders. Observational learning was also studied. Results found direct and observed instruction both effective, and progressive time delay somewhat more effective than trial and error. (Author/PB)

Submits that children recognize their first words in a different way than they later decode. Compares the hypothesis that sight words are recognized as wholes to the hypothesis that sight words are recognized as parts. Finds support for the idea that first words are recognized by "selective association." (BS)

Evaluates the effectiveness in enhancing young children's reading attainment by a computer system that gave prerecorded speech prompts on request. Finds that the intervention group made significantly higher gains on three measures of sight vocabulary than the control group. Suggests that some effective practice in reading can be given by a…